+ IB PARENT NIGHT School at St. George Place NOVEMBER 2012
+ IB BASICS THE HISTORY OF IB 1968-IB Diploma Program began at International School of Geneva-led to a creation of a diploma for international students 1980s-Diploma recognized by top universities around the world 1994-Beginning of Middle Years Programme (MYP) 1997-Beginning of Primary Years Programme (PYP)
+ Facts and Figures 3,482 schools in 144 countries 1,061,000 students are enrolled in IB programs worldwide 4 Program Types Primary Years Programme (PYP) for students aged 3 to 12 975 schools Middle Years Programme (MYP) for students aged 11 to 16 989 schools Diploma Programme for students aged 16 to 19 2,367 schools Career-related Certificate (IBCC) for students aged 16 to 19 PYP only schools world wide-557 PYP only school in North America and Caribbean-337 1,388 IB World Schools in United States
+ Benefits of the IB Program What makes the program unique? Encourages international-mindedness in students Encourages a positive attitude toward learning by engaging students in inquiries and making them aware of the process of learning Reflects real life by going beyond traditional subject learning Emphasis development of whole student through the Learner Profile.
+ Research to Support Benefit of the Program Evaluation of IB Programs in Texas (2010) State of Texas Education Research Center at Texas A&M Findings: Not a significant difference between IB schools and their comparison schools in math and reading achievement as measured by TAKS Structured classroom observations indicated that favorable instructional practices and student behaviors and activities occurred more frequently in IB classrooms than in non-IB Texas classrooms. Positive outcomes: Increased teacher collaboration Authentic assessment Increased student motivation Development of critical thinking skills Increased global and cultural awareness More info visit: http://www.ibo.org/research/policy/programmevalidation/pyp/
+ Research to Support Benefit of the Program Handout DP best predictor of college performance http://www.ibo.org/recognition/resourcesanddocumentlibrary/more resources/documents/StudentPerfBrochure1.9.pdf Higher graduation rates Collaborative planning, training, resources, community involvement, leadership Graduate destinations 2011 http://www.ibo.org/recognition/resourcesanddocumentlibrary/more resources/documents/GlobalDPDestinationSurveyUS.pdf
+ Learner Profile Over-arching view of the attributes that learners will demonstrate http://www.ibo.org/programmes/profile/
+ PYP Curriculum Defined • Written curriculum • Taught curriculum • Assessed curriculum This is a model whereby all three components inform each other.
+ Essential Elements Knowledge-Significant, relevant content Concepts-ideas that have relevance within the subject areas but also transcend them Skills-capabilities the students need to demonstrate to succeed in a changing, challenging world
+ Essential Elements Attitudes-Dispositions that are expressions of fundamental values, beliefs and feelings about learning Action-a manifestation in practice of the other essential elements
+ KNOWLEDGE Who we are Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
+ KNOWLEDGE How we express ourselves Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
+ KNOWLEDGE How we organize ourselves Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. Sharing the planet Inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution
+ CONCEPTS Form - What is it like? Function - How does it work? Causation - Why is it like it is? Change - How is it changing? Connection - How is it connected to other things? Perspective-What are the points of view? Responsibility-What is our responsibility? Reflection-How do we know?
+ SKILLS Thinking Acquisition of knowledge; comprehension; application; analysis, synthesis, evaluation, dialectical thought, metacognition. Social skills Accepting responsibility; respecting others; cooperating, resolving conflict; group decision- making; adopting a variety of group roles.
+ SKILLS Communication skills Listening; speaking; reading; writing; viewing; presenting; non-verbal communication Self – management skills Gross motor skills; fine motor skills; spatial awareness; organization; time management; safety; healthy lifestyle; codes of behaviour; informed choices Research skills Formulating questions; observing; planning; collecting data; recording data; organizing data; interpreting data; presenting research findings .
+ So what does this look like in the classroom? Teachers choose: Theme Questions Attitudes Skills Profile Actions Focus on these for entire unit of inquiry
+ For example…5th GRADE THEME: HOW THE WORLD WORKS CENTRAL IDEA: The natural laws of matter and energy create, sustain, and transform life and daily living LINES OF INQUIRY: Laws of matter and energy can be observed through experimentation Physical properties of matter can be used and observed in real life situations Energy can be used in various forms
+ 5th Grade Example Plan summative assessment first Choose Key Concepts: Causation, Change, Function Choose Learner Profile: Inquirer, Thinker Choose Skills: Thinking (analyze), Self-management (organization, safety) Then design learning experiences that will develop these elements: Students will identify, describe, and create different real-world examples and situations of energy transformation-mapping the energy path Students will identify and describe patterns and energy transformation within working, moving circuits
+ For example…2nd GRADE THEME: WHO WE ARE CENTRAL IDEA: Individuals who take action can change the world LINES OF INQUIRY: The characteristics of a citizen The functions and roles in a community The attributes of a role model and how we share these attributes
+ 2nd Grade Example Plan summative assessment first Choose Key Concepts: Change, Responsibility Choose Learner Profile: Inquirer, Risk-taker, Thinker Choose Skills: Social (respect, cooperation, group decision-making) Then design learning experiences that will develop these elements: Using IIM research-Role modelss Literature surrounding role models that exemplify the learner profile
+ Where we are in the process Goal: 6 Units of Inquiry Working on writing and implementing 2nd Unit of Inquiry Goal: By December Program of Inquiry complete 6 central ideas with lines of inquiry for each grade
+ What can parents do? IB @ Home Talk to children about the Learner Profile Encourage inquiry in their children
+ ANY QUESTIONS??? Contact me: Lisa Hernandez LHERNA15@houstonisd.org IB Website www.ibo.org